Behaviour Modificationsin the Classrooms

Nur SheilaNur AziemahNur IyliaNurfarah WahidahQurratu AiniSafia Aqila

RESPONSE COST

A punishing technique that is equivalent to the losing what pupils posses or have earned.

Definition

Earned consequences are considered reinforcer.

When earned consequences are lost, this become response cost.

Why use?

To reduce off-task behaviour.

To improve compliance with directions

RESPONSE COST

Children with ADHD

effective with

Provide maximum numbers of points or token to be earned during the school day to retain the reinforcer.

Pupils are provided with reinforcement and must work hard to keep.

Motivate and attract children

Guidelines for using response cost in the classroom :

1. Use the procedures for most, if not all, of the classroom day of the target behaviour.

2. Make certain the number of students with whom you are using the program is manageable.

3. Make certain there are more opportunities for success than for failure.

4. Build in additional incentives, including additional reinforcers that can be earned at the end of the week, by retaining a minimum number of reinforcers through the week.

5. Consider incorporating self-monitoring techniques which students can administer response cost independently when they recognise a rule violation.

TIME-OUT

Excludes children from opportunity to participate with others and receive any kind of positive reinforcement.

The least restrictive form consists of removal of certain reinforcing activities or objects from the misbehaving child for short period.

One of the most effective disciplinary techniques but most likely to be overused and misused in the classroom.

Can be quite effective for noncompliant children. But for ADHD children, teacher must distinguish between noncompliant behaviours and

behaviours resulting from ADHD.

Student should be separated

from reinforcement

The time should be short.

4-min is better than 10-sec or

1-min.

Confrontation should be avoided.

Verbal interaction should be limited.

A time-contingent

release should be provided.

Refers to amount of time and

contingencies required to earn

release. Example : sitting

quietly.

EFFECTIVE TIME-OUT

Seclusionary time-out proceduresShould not be used unless all other procedures have been tried and failed.

When student is placed in a time-out room, they must be monitored by a staff member.

Never be used without parent’s written consent.

Do remain calm when talking to the student in time-out room. Do not argue with, threaten, or verbally reprimand student.

Used only if it is listed as an approved and agreed-on technique in student’s individualized education plan.

Defined as removing students from a reinforcing classroom setting to less reinforcing setting.

Should be non-threatening. Entire procedure should be explained before it is implemented to the students.

Consequential VS Rule-governed behaviour

ADHD pupils Show good behaviour under appropriate external or environmental consequences.

Requires greater number of successful trials to make the transition to self-management.

Struggle to develop the internal self-monitoring skills to govern their behaviour.

Become failure if child’s behaviour is regress as consequences are removed.

Take longer time to learn to self-manage behaviour.

Three keys to using punishment effectively

Timing

Intensity

Consistency

CONCLUSION